WikiWomen Erasmus+/Schools toolkit/Research skills
Lesson 5: Research skills
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Lesson Outcome
- Understand the importance of reliable sources in research.
- Distinguish between primary, secondary, and tertiary sources.
- Develop effective research techniques using online databases, libraries, and academic journals.
- Lesson Duration: 40 minutes —
Introduction (10 minutes):
- Welcome students and introduce the lesson topic.
- Prompt 1: "Why is it crucial to have reliable sources when writing about historical figures or events?"
- Discuss the significance of reliable sources in research and its impact on the quality of information.
Discussion Points that May Arise:
- Accuracy and Credibility:
- Reliable sources ensure the information is accurate and trustworthy.
- Without reliability, historical narratives may include inaccuracies or biased perspectives.
- Preserving Historical Integrity:
- Reliable sources contribute to preserving the integrity of historical records.
- Helps avoid the distortion or manipulation of facts over time.
- Building Trust in Information:
- Readers and researchers trust information backed by reliable sources.
- Enhances the credibility of historical accounts and the overall trustworthiness of the narrative.
- Avoiding Misinformation:
- Using unreliable sources can lead to the spread of misinformation.
- Reliable sources act as safeguards against the perpetuation of historical inaccuracies.
- Peer Review and Validation:
- Many reliable sources undergo a peer-review process.
- Peer-reviewed materials add an extra layer of validation to historical information.
- Ensuring Balanced Perspectives:
- Reliable sources contribute to a more comprehensive and balanced understanding of historical events.
- Multiple reputable sources provide a well-rounded view, reducing bias.
- Educational and Academic Standards:
- Academic and educational institutions uphold the use of reliable sources.
- Encourages adherence to rigorous standards, promoting a higher quality of research.
Class Discussion (10 minutes):
- Prompt 2: "What gaps have you noticed in the articles you've explored so far? How can these gaps be filled with accurate information?"
- Slide: Discuss the differences between primary, secondary, and tertiary sources. Provide examples to illustrate each type.
- Prompt 3: "Can you think of examples of primary sources related to notable women in history? How might these sources provide valuable insights?"
Introduction to Research Techniques (10 minutes):
- Introduce effective research techniques, including using online databases, libraries, and academic journals.
- These can be adapted depending on resources available to the class
- Examples given in the slide deck can be adapted to suit each region
- Provide tips on conducting advanced searches and utilising keywords to find relevant information.
- Demonstrate each of these data bases as you look at the examples to show the students how to use them for their own research
- Highlight the importance of evaluating the credibility of online sources and using sources and databases that we know are reliable and maintained.
Activity: Using the Resources - Guided Research Activity (15 minutes):
- Provide sample sources related to a notable woman from their region.
- In groups, students use the resources list to research a notable woman (this can be selected by the teacher or from the students from the list or from previously identified gaps in GapFinder Activity)
- Instruct students to access online databases, libraries, or academic journals to conduct guided research on a notable woman from their region.
- If this woman already has a page on Wikipedia, encourage the students to compare the information there to the information they find.
- Are the sources they use listed on the Wiki page?
- Encourage them to focus on finding primary sources or scholarly articles related to the chosen woman.
Give students 10 minutes to do this.
- Circulate to assist students with their research queries and provide guidance on effective search strategies.
- Bring the group back together for 5 minutes of discussion on what information they found.
- Each group presents their analysis to the class, discussing the strengths and weaknesses of the sources.
Conclusion (5 minutes):
- Recap the importance of reliable sources and the distinctions between primary, secondary, and tertiary sources.
- Emphasise the value of critical analysis when evaluating sources for research.
Homework task:
- Each student should select / confirm the person they will be researching and writing their article on for the next lesson.
- They can begin to gather a list of resources, based on the list of sources and databases provided.
- Encourage them to use their sandbox when doing this and saving the information there to work on the project and familiarise themselves with Wiki.
Note: Encourage active participation during the class discussion and group activities, fostering an environment where students can share their insights and learn from one another. This lesson aims to equip students with the skills to identify and use reliable sources effectively, ensuring the accuracy and depth of their contributions to the project.